Showing papers in "Higher Education Research & Development in 1982"
TL;DR: In this paper, a study process complex comprising three major motives (instrumental, intrinsic and achievement) and three cognate learning/study strategies (reproducing, meaning and organizing) is described.
Abstract: A “study process complex” comprising three major motives (instrumental, intrinsic and achievement) and three cognate learning/study strategies (reproducing, meaning and organising), is described. T...
63 citations
20 citations
TL;DR: The second part of a review of research on higher education since World War II is presented in this paper, where the authors examine how research responded to post-war reconstruction of the later 1940s and the rising community expectations for education of the 1950s and 1960s.
Abstract: This is the second part of a review of research on higher education since World War II. Fart I, published in the previous issue of this Journal, examined how research responded to post‐war reconstruction of the later 1940s and the rising community expectations for education of the 1950s and 1960s. In Part II the themes are equality of opportunity and the end of expansion. By the mid‐1960s many researchers were questioning the representativeness of participation in higher education and the nature of the education process. More recently some of the research questions have been reminiscent of the late 1940s, that is, how can the efficiency of higher education be improved. Whereas expansion and optimism characterised the first thirty post‐war years however, the context is now one of reduced resources and some pessimism.
17 citations
TL;DR: A survey of 562 internal undergraduates (311 male, 251 female) at the University of New England indicated that the majority was fairly satisfied with university life, however, further analysis showed important differences in the attitudes of students in different faculties.
Abstract: A survey of 562 internal undergraduates (311 male, 251 female) at the University of New England indicated that the majority was fairly satisfied with university life. However, further analysis showed important differences in the attitudes of students in different faculties. Moreover there was some evidence that the different academic environments experienced by students in the various faculties may attract and satisfy students of different personality types. The importance of such findings for the proper understanding of students' adjustment to college life is pointed out.
10 citations
TL;DR: In this paper, the authors outlined the perceptions held by several specific groups of scientists in terms of up-to-date, sophisticated scientific principles, the use of knowledge and skills to solve problems, and attitudes consistent with being an employed professional.
Abstract: As undergraduate courses in science are widely regarded as vocational training, they are evaluated by various groups as preparation for, inter alia, professional employment. However, the criteria for evaluation are usually not agreed because the groups describe the work of scientists in substantially different terms. In this paper, the perceptions held by several specific groups are outlined. The academics' perception is of up‐to‐date, sophisticated scientific principles; the perceptions of other experienced scientists are in terms of the use of knowledge and skills to solve problems, and the attitudes consistent with being an employed professional. Undergraduate curricula are largely determined by the academics' perception because no effective means has been found for academics to understand and accept the other perceptions. Acceptance of the other perceptions may lead to substantial changes in curricula.
6 citations
TL;DR: In this article, a case study of a major project which evaluated student services in Australian higher education is presented, where the authors discuss the approach and the methodology adopted and some difficulties and inadequacies are identified and explained.
Abstract: Using as a case study a major project he directed which evaluated student services in Australian higher education, the author discusses the approach and the methodology adopted. Some difficulties and inadequacies are identified and explained, and the criticisms made by some Victims' of the evaluation are presented. Finally, the paper discusses some issues emerging from the experience of this project in such areas as the politics and climate of evaluation, consultation with and education of the evaluated, the credibility of evaluators, self‐evaluation and the use of external evaluators; and points to some lessons which might be learned.
4 citations
TL;DR: In this paper, the skills of a person outside the responsible teaching department (in this case a counsellor) were used to help Architecture students achieve the desired academic outcome, which had additional benefits for the students concerned.
Abstract: University teaching so often focuses exclusively on the subject being taught and takes little cognizance of the problems of the learner or of the learning process This paper outlines an example of how the skills of a person outside the responsible teaching department (in this case a counsellor) were used to help Architecture students achieve the desired academic outcome The counsellor's involvement had additional benefits for the students concerned A case is made for utilising such a model for the benefit of a wider range of students
4 citations
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TL;DR: Prokhovnik as mentioned in this paper suggests that university lecturing is an art whose successful practice demands imagination and scholarship, application and enthusiasm; and that the only venue for learning this art is in the University itself.
Abstract: Simon Prokhovnik retired last year after twenty‐five years as a lecturer (and ultimately Associate‐Professor) at the University of New South Wales. He suggests that University lecturing is an art whose successful practice demands imagination and scholarship, application and enthusiasm; and that the only venue for learning this art is in the University itself.
2 citations
TL;DR: A case study demonstrating how a poorly functioning academic was helped to successfully re‐organize his life and his work is described, with details of effective time‐management techniques and data indicating the value of the approach in producing improved teaching and research performance.
Abstract: A case study demonstrating how a poorly functioning academic was helped to successfully re‐organize his life and his work is described. More efficient management of time was the means through which this re‐organization took place. Details of effective time‐management techniques are given, together with data indicating the value of the approach in producing improved teaching and research performance.
1 citations
TL;DR: This paper studied students in the 1974 cohort at a college of advanced education in an attempt to identify entry characteristics associated with the likelihood of graduating five years later, finding that those least likely to succeed had a low commitment to their course and were enrolled in a course quite different from their first preference.
Abstract: Students in the 1974 cohort at a college of advanced education were studied in an attempt to identify entry characteristics associated with the likelihood of graduating five years later. Those least likely to succeed had a low commitment to their course and were enrolled in a course quite different from their first preference. It is suggested that if such students can be identified and given assistance at the point of entry then graduation rates may be increased.
1 citations